U of T – USW Local 1998: SES/U Job Evaluation Project Plan

SK1 PREVIOUS EDUCATION

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Consider the level of education and/or training required in the job. Skill acquired through related paid or unpaid work experience/training should be considered as equivalents to formal educational requirements in all levels.

SOME HIGH SCHOOL ------/ 10
(The job requires basic reading, writing and numeracy skills)
COMPLETED HIGH SCHOOL ------/ 15
(More advanced reading, writing and numeracy skills, including the ability to follow more
complicated written instructions and/or training or technical skills)
COMPLETED ONTARIO COLLEGE CERTIFICATE OR EQUIVALENT------
Typical duration to achieve this credential is 2 academic semesters (1 year) / 20
COMPLETED ONTARIO COLLEGE DIPLOMA OR EQUIVALENT ------Typical duration to achieve this credential is 4 academic semesters (2 years) / 25
COMPLETED ONTARIO COLLEGE ADVANCED DIPLOMA OR EQUIVALENT ------
Typical duration to achieve this credential is 6 academic semesters (3 years) / 30
BACHELOR’S DEGREE ------/ 35
BACHELOR’S DEGREE PLUS POST GRADUATE SPECIALIZATION/ PROFESSIONAL DESIGNATION/CERTIFICATION ------/ 40
MASTER’S DEGREE ------/ 45
Ph.D. or DOCTORATE ------/ 50

University of Toronto USW Local 1998

Date: Date:

SK2 PREVIOUS EXPERIENCE

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Consider the previous experience required for an individual to assume the responsibilities of the job.

NO PREVIOUS EXPERIENCE – ENTRY LEVEL ------/ 10
SOME EXPERIENCE (LESS THAN ONE YEAR) ------/ 15
MINIMUM ONE YEAR EXPERIENCE ------/ 20
MINIMUM TWO YEARS EXPERIENCE ------/ 25
MINIMUM THREE YEARS EXPERIENCE ------/ 30
MINIMUM FOUR YEARS EXPERIENCE ------/ 35
MINIMUM FIVE YEARS EXPERIENCE ------/ 40
SIX TO SEVEN YEARS EXPERIENCE ------/ 45
EIGHT YEARS OR MORE EXPERIENCE------/ 50

University of Toronto USW Local 1998

Date: Date:

SK3 INTERACTION SKILLS

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Consider the requirement to communicate and interact with other people. This includes working co-operatively, co-ordinating with others, interacting with people of diverse backgrounds and interests both within and beyond the university community, and the ability to work as a member of a team. Consider the frequency and necessity of interaction, as well as the level of difficulty and the skill required.

FEW ROUTINE CONTACT WITH OTHERS ------/ 10
(works alone with little contact with others; communication is mainly oral; incidental contacts; receives work instruction)
(I) LIMITED NUMBER OF ROUTINE CONTACTS ------/ 15
(routine interaction with others and problem solving skills; exchanges information; minimal contact with the public)
(II) LIMITED NUMBER OF ROUTINE CONTACTS ------/ 20
(routine interaction with other employees; uses problem solving and persuasion skills to
encourage co-operation and agreement; works collaboratively; may be first point of contact, may orient new staff/students; provides routine information)
REGULAR CONTACTS ------/ 25
(contacts are largely predictable and routine but may involve co-ordination, informal negotiation and/or discussion to encourage co-operation where there is disagreement. Fosters positive relationships and sometimes responds to complaints. Interaction with employees and/or students/clients of diverse background or interests. For example: co-ordinates scheduling, resolves technical/administrative matters, listens actively to people who may be upset, resolves minor complaints, provides detailed explanations, demonstrates procedures)
LARGE NUMBER OF REGULAR CONTACTS ------/ 30
(interacts with employees and/or students/clients encompassing diversity of background;
sometimes uses informal negotiation skills to secure co-operation from a wide range of people who may be upset or vulnerable; probing for information to establish needs or respond to requests; responds to complaints; resolves non-personal complaints; fosters positive relations and manages a range of relationships; interactions may occasionally take place in a public forum. For example: program promotion, screening for referral to other services, advising, training, interpreting policy to others)
LARGE NUMBER OF CONTACTS------/ 35
(interacts with employees and/or students/clients encompassing diversity of background; often uses informal negotiation skills to secure co-operation from a wide range of people who may be upset or vulnerable; frequently responds to complaints; resolves minor interpersonal complaints and/or develops relationships with people whose co-operation is important to the university; interactions regularly take place in a public forum. For example: marketing, recruiting, making referrals, assessing competencies or suitability, formal instruction such as educational workshops or conference presentations, career counselling, financial or academic counselling)
(I) LARGE NUMBER OF VARIED CONTACTS ------/ 40
(investigates and/or resolves serious interpersonal complaints or problems and negotiates with and provides counsel to a wide range of people who may be upset or vulnerable; ongoing contacts with people whose co-operation is important to the university; interactions regularly take place in a public forum and may involve the media. for example: assesses physical or mental condition, advanced career counselling, health counselling)
(II) LARGE NUMBER OF VARIED CONTACTS ------/ 45
(uses a wide range of interpersonal and persuasive skills to secure the compliance of diverse individuals and groups; responds to crisis; ongoing relationships with people whose co-operation is important to the university; interactions often take place in a public forum and involve media relations. For example; manages donor relations, provides advanced or ongoing health counselling)
(III) LARGE NUMBER OF VARIED CONTACTS ------/ 50
(contacts are highly varied and unpredictable and require a high level of co-ordination, discussion or negotiation; intervention in situations that are highly emotional or volatile; represent the mission and goals of the university in public including with the media. For example: stewardship of donor relations, crisis counselling, psychotherapy, critical incident intervention)

University of Toronto USW Local 1998

Date: Date:

SK4 MOVEMENT SKILLS

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Consider the degree of dexterity, muscular coordination and precision required to perform the job and also whether the element of speed isa primary or secondary consideration.

Description / No requirements
for speed / Requirements
for speed
The job requires a low level of muscular coordination and/or manual dexteritywhereprecision is not essential / 10 / 10
The job requires a moderate level of muscular coordination and/or manual dexterity whereprecision is essential. / 20 / 30
The job requires a high level of muscular coordination and/or manual dexterity where precision is essential. / 30 / 40
The job requires a very high level of muscular coordination and/or manual dexterity to execute very precise and synchronized movements / 40 / 50

Note to Raters

Level / No requirement for speed / Level / Requirement for Speed
10 / Stuffing envelopes; shelving books / 10
20 / Use of computer to manipulate or retrieve data; Use of keypad/wand/keyboard to enter data into fixed fields or to access information (e.g. Email, notes, web-browsing) / 30 / Use of centrifuge; Setting up lab equipment; Pipetting; Setting up dental stations
30 / Full keyboard use such as for processing a variety of documents or data input where corrections are permitted after the fact; Assembling and disassembling computer hardware; Minor equipment repair; AV setup / 40 / Precise keyboard/keypad use where possibility for correction is minimal (e.g. production-oriented document production or data entry)
Level / No requirement for speed / Level / Requirement for Speed
40 / Accurate mixing of chemicals; preparing sample for light microscopy; manual calibration of equipment; work to fine tolerances (e.g. mechanical design, fabrication or repair); precise placement of graphic, photographic or cartographic objects at the pixel level; assembling of circuit boards; performing non-surgical procedures on lab animals; athletic demos; performing physical therapy techniques; giving injections; operating lathe or oscilloscope; gas chromatograph / 50 / Preparing sample for electron microscopy; Glassblowing; Animal surgery

University of Toronto USW Local 1998

Date: Date:


SK5 DECISION-MAKING

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Consider the kind of decision-making required by the position and the independence and judgement required to make decisions. Consider also the need to facilitate the effective and equitable application of university policy through decision-making.

FEW, SIMPLE DECISIONS ------/ 10
(simple decisions in carrying out tasks. Little scope for variation or deviation; ability to follow rules and procedural instructions; decisions ordinarily directly related to the job)
SIMPLE DECISIONS ------/ 15
(simple decisions related to the job with minimal need to refer to higher levels, decisions have a limited impact on activities within a department. Decisions involve matching problems to a set of established solutions, e.g. identifying missing or mismatched information in applications, and deciding to call the applicant)
ROUTINE DECISIONS ------/ 20
(routine decisions related to the job and following expected patterns; rules and procedures are applied to a range of similar situations. Decisions involve applying established standards, e.g. cataloguing rules, or using checklists to assess such things as membership eligibility)
DECISIONS INVOLVING UNEXPECTED EVENTS ------/ 25
(routine decisions and/or occasional decisions in response to unexpected events; decisions may involve introducing variations to established practices and procedures requiring problem solving ability. Decisions involve minor trouble-shooting of e.g. unexpected hardware/software problems; prioritising workflow; dealing with routine enquiries e.g. on accounts payable, with departments and vendors, verifying purchasing quotes; interpreting guidelines on e.g. reimbursement of expenses)
DECISIONS ABOUT OCCASIONAL UNUSUAL AND UNEXPECTED EVENTS ------/ 30
(routine decisions and occasional decisions in response to unusual and unexpected events; routine
and non-routine decisions that require application & interpretation of rules, guidelines and/or
procedures using some independent judgement, and requiring analytical skills. For example: creation of customised lab apparatus; organising conferences/events; interpreting data requiring initiative and independent judgement such as making exceptional admissions decisions or modifying experimental protocols)
DECISIONS ABOUT FREQUENT UNEXPECTED EVENTS ------/ 35
(routine decisions and in response to frequent unexpected events with limited access to higher
levels and requiring the application and interpretation of policies. Job may require independent judgement and skill to plan and organize more effectively. For example: plans components of projects/programs; plans workflow for a group; identifies best approach/strategy for donor relations; selects commissions or outside contracts for the facility; ensures compliance with regulations affecting e.g. certification or status of the University or a facility)
(I) COMPLEX DECISIONS ------/ 40
(job requires independent and significant judgement and decision-making skills. Significant input into local policy, interprets policy in decision-making, decisions have serious impact. For example: plans and develops programs independently, resolves problems referred by other specialists, makes recommendations about suitability of major new equipment or software systems)
(II) COMPLEX DECISIONS ------/ 45
(job requires independent and significant decision-making skills; resolves complex problems referred by others; frequent requirement to make independent and prompt decisions based on broad policies or guidelines; decisions are referred to in future interpretation questions. Impact is broad with long-term consequences. For example: develops new system elements, analyses operational requirements to implement new hardware/software systems, provides significant input into policy affecting a function within the University; defines requirements and scope of complex projects)
MANY, COMPLEX POLICY DECISIONS ------/ 50
(continuous requirement for rapid and flexible decision-making. Decisions are highly complex and may be made without the benefit of formal policy, and may be relied upon as precedents. Decisions will have far reaching impact on the University. Decision-making requires strategic long- and short-term planning of complex operations, projects, programs or systems; creating innovative hypotheses or solutions)

University of Toronto USW Local 1998

Date: Date:


RE1 RESPONSIBILITY FOR INFORMATION

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Consider the responsibility for collecting and passing on information, written or oral, to others, including higher levels of authority, other departments, faculties, colleges, divisions, students and members of the public. Consider the complexity, sensitivity and significance of information.

LITTLE RESPONSIBILITY FOR INFORMATION ------/ 10
(limited information of minimal importance)
LIMITED RESPONSIBILITY FOR INFORMATION ------/ 15
(collecting and passing on a limited amount of information)
(I) SOME RESPONSIBILITY FOR INFORMATION ------/ 20
(collecting and passing on information e.g. maintaining records, matching information, and providing routine information)
(II) SOME RESPONSIBILITY FOR INFORMATION ------/ 25
(collecting and passing on information e.g. generating reports, disseminating information, verifying information, formatting documents)
(I) SIGNIFICANT RESPONSIBILITY FOR INFORMATION ------/ 30
(information is of importance e.g. editing content, original descriptive cataloguing. Information may be sensitive or confidential)
(II) SIGNIFICANT RESPONSIBILITY FOR INFORMATION ------/ 35
(Information is of importance e.g. produces marketing and promotional/outreach materials. Information may be sensitive/confidential and may be published.)
(III) SIGNIFICANT RESPONSIBILITY FOR INFORMATION ------/ 40
Information is complex and/or technical, e.g. grants, statistical information, financial statements, donor reports, complex design schematics. It may be published. Much sensitive/confidential)
(IV) SIGNIFICANT RESPONSIBILITY FOR INFORMATION ------/ 45
(Information is highly complex and/or highly technical, often sensitive/confidential)
SIGNIFICANT RESPONSIBILITY FOR INFORMATION; MUCH COMPLEX/TECHNICAL AND CONFIDENTIAL ------/ 50
(Information is highly complex and/or highly technical, and sensitive/confidential)

University of Toronto USW Local 1998

Date: Date:


RE2 RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES

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To measure the responsibility for materials, equipment, and/or outcomes, consider the cost and/or impact if an error is made. Consider the scope of responsibility for the use and allocation of resources and the impact of errors including: the impact on the effective operation of teaching and research facilities; the successful conduct of projects and specific research programs; the efficiency and effectiveness of administrative, technical, or mechanical functions/processes which support the goals and objectives of the University.

LITTLE RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 10
(responsible for the use of resources within the performance of own position; cost of errors is not significant)
(I) LIMITED RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 15
(responsible primarily for the use of resources within the performance of own position; may affect activities and work flow of co-workers; cost of errors is of little significance)
(II) LIMITED RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 20
(responsible primarily for the use of resources as it affects the activities and work flow of
co-workers; cost of errors is of some significance to the department, project or research program and may have a short-term effect on individuals, cause short delays or workflow problems, ensures that equipment is in operating order and/or arranges for equipment to be fixed.)
(I) SIGNIFICANT RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 25
(responsible for the use of resources as it affects the activities and work flow in a department or for a major project or major research program; cost of errors is significant to the department or major project or major research program and may have a significant short-term effect on individuals or have indirect impact on research projects.)
(II) SIGNIFICANT RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ----- / 30
(responsible for the use of resources as it affects the activities and work flow in a department or for a major project or major research program; cost of errors is highly significant to a department or major project or major research program, and has a direct impact on e.g. a single research project, or a short-term effect on groups, or academic or financial impact on students.
(I) MUCH RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 35

(responsible for the use of resources as it affects the activities and workflow of a faculty, a college, the library, administration/operations division or any other major division of the University, for example, maintaining lab research equipment; cost of errors is significant to a faculty, college or division.; delays or flaws affecting a research project or teaching; long term effect on groups or individuals.

(II) MUCH RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 40
(responsible for the use of resources as it affects the activities and workflow of a faculty, a college, the library, administration/operations division or any other major division of the University; responsible for large scale purchases for a department or faculty; cost of errors is highly significant to a faculty, college or division and may be significant to the University. Errors have an impact on University relations/reputation; errors have a long-term effect on the department/division and loss of credibility to the department/division
(III) MUCH RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 45
(responsible for the use of resources as it affects a major University-wide function; cost of errors are significant to the university; high impact on student health or well-being, loss of department’s credibility; long-term negative impact on the University; a single University-wide system)
GREAT RESPONSIBILITY FOR MATERIALS, EQUIPMENT AND/OR OUTCOMES ------/ 50
(responsible for the use of resources as it affects critical University-wide function(s); cost of errors to the university is extremely high and has a long-term impact on a major University system)

University of Toronto USW Local 1998